ELA Meeting MinutesWednesday, October 2412:30 - 1:45 PDCTreats Thank you--Katie Swanson, Pam Uhrig, and Jill Bobber
Our ELA meeting was focused on better understanding Enduring Understandings and Essential Questions, especially as they pertain to the curriculum review process. Ann Ecker joined us to assist in our understanding.
The following are items that we reviewed and discussed:
1. There are four remaining dates for curriculum review. How we move forward (by course, etc.) is up to us as a group. Some departments have preferred getting started with multiple courses, but only one course at a time is needed.
2. We might consider using a readiness assessment to determine which course(s) should be brought forward (or we could just have Jon Lareau volunteer the English III course with Melissa Kehoe—which is the plan!). J
3. Other department members may attend—and are even encouraged to attend—the course review, even if it’s a different review (i.e., one not in our department).
4. Enduring Understandings (EUs) and Essential Questions (EQs) were adjusted and clarified. These are global and not skills-based and are to be applied to our entire department.
5. If we have any needs or questions, we should not hesitate to ask Ann for support so as to make the process easier; in fact, feel free to create a list of questions for Ann (related to BYOC, language arts, etc.).
6. Our first review is slated for December 20. As noted above, Jon Lareau and Melissa Kehoe will bring forward the English III course. (Thanks to both of you!)
7. We were given a copy of a course done for the art department. Please review this and ask questions!
8. Our next ELA meeting might be best spent actually using BYOC at grade levels with a focus on units and topics. 12:30-12:45 Review Ground Rules (Beth) and Review of Previous Meeting’s Feedback (Michelle)
Results from Exit Question
Rate your level of comfort in completing the template for BYOC and explain your rating.
1:45-2:00Transition to MAP Activity (by building – locations TBD)
ELA Meeting MinutesWednesday, September 26, 201212:30-4:00PDC Treats Tom and Heidi--Thank you!
12:30-12:45 Ground Rules and Check-In: What are you hoping to get out of our 6-12 ELA meetings this year?
What we hope to get out of our ELA meetings this year – Sharing strategies, working on collaboration ideas; what’s working with others, especially given our collective years; understanding the practical side of what we’re doing; helping others understand BYOC; more information about BYOC; learning the other standards more as we use BYOC; applying standards (and understanding the whole picture) to IEP goals for spec. ed.
12:45-1:00 Clarification: Intervention or Differentiation - Nicole Horsley & Michelle Christianson Common Core Essential Elements
Differentiation vs. Intervention – Michelle and Nicole shared a matrix that further clarifies their roles and gives examples of what differentiation and intervention may look like; additionally, they both shared information about what they have been doing thus far and how students (with intervention) are responding.
1:00-1:30 Review of Previous Meeting and Share Progress of Standard Goal
Grade-level discussion
Share out
Progress on Standard Goal (by grade level)
6th – Focused on 6.7 (compare/contrast experience of reading with film, etc.) and used the Navy story about the Sullivan brothers
7th – Focused on 7.2 (theme analysis), but there was a change in direction
8th – Focused on 8.5 (compare and contrast text structure) and moved the reading of The Diary of Ann Frank to the fall so that they could take their classes to the Milwaukee Rep; also brought in additional nonfiction to supplement and add variety.
9th – Focused on 9/10.2 (theme) in order to help students develop thematic statements earlier; also worked with Michelle
10th – Focused on 9/10.4 (determining meaning of words and text), but did so with speech; didn’t completely accomplish this, but it’s coming up, particularly with the use of spoken word performance.
11th – Focused on citing textual evidence, working specifically on assisting students with using specific support (vs. summary)
12th – Focused on 11-12.2 (theme), collaborating to use additional graphic organizers and finding textual support.
Vision for Literacy – We discussed how what we’re doing fits with the vision. We realize that there are areas that we need to focus on more (e.g., applying what we do to the outside world) in order to be more consistent with the vision.
BREAK (15 minutes)
2:15-3:45 Essential Question Activity (tied to previous meeting’s discussion of BYOC)
Determining Course EQs and EUs (sticker activity) - Michelle Link to Google Doc
3:45-4:00 Exit Activity: Rate your level of comfort in completing the template for BYOC and explain your rating. (1-What’s an Enduring Understanding? 2-I kind of get it. 3-I’m ready to fill out BYOC template. 4-Let me at ‘em!)
Enduring Understandings, Essential Questions, and Unit Questions – We did a sort to help us better understand these and discussed the nuances between them. We also “voted” on potential enduring understandings with essential questions for our courses, but we realize that we will have to adjust wording in order to make them fit in with what we’re doing.
ELA Meeting MinutesTuesday, August 28, 201212:30-4:00PDC
12:30-1:15 Meet & Greet with Introductions and Clarification of Roles (45 minutes) 1:15-1:30 Review Ground Rules and Vision (15 minutes)
CCSSELA Grade Level Review 8.27.12--Go to Google Documents (Drive)-template gallery for SM
We worked in grade-level teams and chose reading strands that we will focus on for Term/Quarter 1, sharing our plans for these goals when finished with the planning. In doing this, grade-level teams completed a template used for goal setting; we will use this to guide our instruction and share the results at our September meeting. The templates were shared or sent to Michelle and Beth and will be used as a basis for our follow-up in September and for Michelle and Nicole to determine how they can act as a resource for teachers.
We reviewed the calendar for this year’s meeting dates and the focus of these meetings. We also discussed our priorities (e.g., “weeding out”) and how we will use the BYOC tool, including the viewing of initial work that has been done at the high school level, to help us assess, align, and refine our curriculum (and instruction). Although BYOC use might initially seem daunting, those who have worked with it already noted that it is actually useful in creating a better framework for what we do and how we do it. Teachers interested in gaining access to BYOC should email Beth Biskobing; however, it is crucial that when curriculum writing is done, it is through collaboration. We all realize that the process of curriculum review—assessing, aligning, and refining what we do—is a collaborative effort done with the goal of student learning.
ELA Agenda for Half-Day Minutes May 15, 2012 12:30-4:00 pm (PDC)
NOTE: Please remember to bring your laptop. Beth Biskobing, Bill Drummond, and Linda Wawrzyniak are assigned to treats. Treat Schedule 6-12 Learning Target: On May 15, we will analyze and evaluate reading anchor standards 7, 9, and 10.
12:30-12:40 Review of Ground Rules and Check-In (Beth): What are your plans for summer? 12:40-12:50 Review of Previous Work and Future Focus (Michelle) Concept Map 12:50-2:30 Strands 7, 9, & 10 Activities
Word sort for 7 & 9 (need answer key/table – Linda & Melissa)
Read and comprehend complex literary and informational texts independently and proficiently.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.
BYOC ELA Agenda for Half-Day MinutesMarch 20, 201212:30-4:00 pmProfessional Development Center (PDC)
NOTE: Please remember to bring your laptop. Melissa Janssen, Julie Pikulik, and Christine Rott are assigned to treats.Treat Schedule 6-12 Learning Target: On March 20, we will analyze and evaluate reading anchor standards 4, 5, and 6.
12:30-12:45 Review of Ground Rules and Check-In (Melissa J.): What are your plans for spring break? (Poll Everywhere response) Ground Rules Norms
12:45-12:50 Review of Previous Work and Future Focus (Michelle)Concept Map
12:50-1:05 Optimal Literacy Program (Linda) – We started the year with a literate student activity, and we’re going to move toward the organization or program itself. In preparing for next year’s work with Common Core and What does an optimal literacy program look like?
Environment
Student Focus
Curriculum
Values/Beliefs
1:05-1:15 Next Year’s Plan (Beth) – Review of next year’s plan for professional development and BYOC http://goo.gl/eRjBP
1:15-3:00 Strand Activity(Christine) – Please build in a 15-minute break.
Introduction/tie to previous strand activities – 45 minutes group work/45 minutes share Common Core ELA
Group work to focus on each strand (4, 5, & 6) using guiding questions and chart
Examine strand using chart (45 minutes)
Presentation of Strand (15 minutes/group) How you share the information is up to your group, but it must include answers to the following questions:
What is the strand and its main idea?
What are the key terms or vocabulary? Do they need clarification?
Examine the grade level changes. Where do the major shifts occur K-12? Whatare the key differences between the grade levels 6-12?
Moving forward, what should our focus be with regard to this strand?
NOTE: Please remember to bring an assessment, assignment, or other example (verbal or otherwise) of how you used Reading Strand 1 in your classroom.Jill Bobber & Jenny Yocum are assigned to treats. Treat Schedule 6-12 Learning Target: On February 21, we will analyze and evaluate reading anchor standards 2 and 3. Review of Ground Rules Norms(Beth)
Check-in: Share a success or shout-out about a colleague or yourself (12:30-12:40—Beth) Review of Reading Strand 1 and Previous Exit Question (12:40-1:00—Michelle)
Reminder of what the strand entails
Discuss with an elbow partner: What one refinement did you make on an assignment, assessment, etc., to realign it with Reading Strand 1?
Please indicate 2 understandings you took away from today’s activities and 2 concerns or questions you still have.
English/Language Arts Minutes17 January 201212: 30 – 4:00 pmProfessional Development Center (PDC)*PLEASE BRING YOUR LAPTOPS!* 6-12 Learning Target: On January 17, we will analyze and evaluate our curriculum based reading anchor standard 1.
Treats brought to you by G. Costello, M. Kehoe, J. Rizzotto Treat Schedule
English/Language Arts Meeting Minutes 8 November 2011 12: 30 – 4:00 pm Professional Development Center (PDC) *PLEASE BRING YOUR LAPTOPS!* 6-12 Learning Target: On November 8, we will assess current curriculum through the CCSS Curriculum Maps Grade Span Descriptions and identify what we are already doing so that we can then look at the CCSS strands as they relate to what we are doing
Treats brought to you by Jenny R., Tom S., and Pam U. Treat Schedule
12:30-12:50 Review of Ground Rules, Norms, Feedback and Work Completed on 10/18
*PLEASE BRING YOUR LAPTOPS!* Treats brought to you by Gail Essex, Collette Kimber, and Katie Swanson! Treat Schedule 12:30-1:00 Review of Ground Rules Norms & Meeting Feedback Exit Question #1 Discussion--Group members noticed a common theme.
results rather than means
freedom and respect for teachers
researching and technology integration
looks different, but doing it
Exit Question #2--Group members noticed a common theme.
flexibility for teacher
connection to College and Career Readiness
more comfortable
more creativity
clear expectations
most comfortable with structure, some still have questions
3:15-3:45 Getting Common with a Strand (#5) – Activity and Discussion (5-7, 8-10, 11-12)
What does this mean? What does this look like at your grade level? Is the grade level in which it’s done the same as in the Common Core? Tabled until October.
Our ELA meeting was focused on better understanding Enduring Understandings and Essential Questions, especially as they pertain to the curriculum review process. Ann Ecker joined us to assist in our understanding.
The following are items that we reviewed and discussed:
1. There are four remaining dates for curriculum review. How we move forward (by course, etc.) is up to us as a group. Some departments have preferred getting started with multiple courses, but only one course at a time is needed.
2. We might consider using a readiness assessment to determine which course(s) should be brought forward (or we could just have Jon Lareau volunteer the English III course with Melissa Kehoe—which is the plan!). J
3. Other department members may attend—and are even encouraged to attend—the course review, even if it’s a different review (i.e., one not in our department).
4. Enduring Understandings (EUs) and Essential Questions (EQs) were adjusted and clarified. These are global and not skills-based and are to be applied to our entire department.
5. If we have any needs or questions, we should not hesitate to ask Ann for support so as to make the process easier; in fact, feel free to create a list of questions for Ann (related to BYOC, language arts, etc.).
6. Our first review is slated for December 20. As noted above, Jon Lareau and Melissa Kehoe will bring forward the English III course. (Thanks to both of you!)
7. We were given a copy of a course done for the art department. Please review this and ask questions!
8. Our next ELA meeting might be best spent actually using BYOC at grade levels with a focus on units and topics.
12:30-12:45 Review Ground Rules (Beth) and Review of Previous Meeting’s Feedback (Michelle)
12:45-1:45 Enduring Understandings and Essential Questions
12:45-1:15 (Ann Ecker to join us)
1:15-1:45
- Using the protocol for BYOC, EUs, etc.
- How the process will help guide our curriculum work
- Example from the art department
- Process used
- Feedback from 9-12: What do you notice about the change in this department’s work from summer until now?
- Curriculum (and Instruction) Review Protocol
- BYOC
1:45-2:00Transition to MAP Activity (by building – locations TBD)ELA Meeting MinutesWednesday, September 26, 2012 12:30-4:00 PDC
Treats Tom and Heidi--Thank you!
12:30-12:45 Ground Rules and Check-In: What are you hoping to get out of our 6-12 ELA meetings this year?
What we hope to get out of our ELA meetings this year – Sharing strategies, working on collaboration ideas; what’s working with others, especially given our collective years; understanding the practical side of what we’re doing; helping others understand BYOC; more information about BYOC; learning the other standards more as we use BYOC; applying standards (and understanding the whole picture) to IEP goals for spec. ed.
12:45-1:00 Clarification: Intervention or Differentiation - Nicole Horsley & Michelle Christianson
Common Core Essential Elements
Differentiation vs. Intervention – Michelle and Nicole shared a matrix that further clarifies their roles and gives examples of what differentiation and intervention may look like; additionally, they both shared information about what they have been doing thus far and how students (with intervention) are responding.
1:00-1:30 Review of Previous Meeting and Share Progress of Standard Goal
- Grade-level discussion
- Share out
Progress on Standard Goal (by grade level)6th – Focused on 6.7 (compare/contrast experience of reading with film, etc.) and used the Navy story about the Sullivan brothers
7th – Focused on 7.2 (theme analysis), but there was a change in direction
8th – Focused on 8.5 (compare and contrast text structure) and moved the reading of The Diary of Ann Frank to the fall so that they could take their classes to the Milwaukee Rep; also brought in additional nonfiction to supplement and add variety.
9th – Focused on 9/10.2 (theme) in order to help students develop thematic statements earlier; also worked with Michelle
10th – Focused on 9/10.4 (determining meaning of words and text), but did so with speech; didn’t completely accomplish this, but it’s coming up, particularly with the use of spoken word performance.
11th – Focused on citing textual evidence, working specifically on assisting students with using specific support (vs. summary)
12th – Focused on 11-12.2 (theme), collaborating to use additional graphic organizers and finding textual support.
1:30-2:00 Vision from LLT re: Literacy
- Review vision
- What does this look like at your grade level?
Vision for Literacy – We discussed how what we’re doing fits with the vision. We realize that there are areas that we need to focus on more (e.g., applying what we do to the outside world) in order to be more consistent with the vision.BREAK (15 minutes)
2:15-3:45 Essential Question Activity (tied to previous meeting’s discussion of BYOC)
3:45-4:00 Exit Activity: Rate your level of comfort in completing the template for BYOC and explain your rating. (1-What’s an Enduring Understanding? 2-I kind of get it. 3-I’m ready to fill out BYOC template. 4-Let me at ‘em!)
Enduring Understandings, Essential Questions, and Unit Questions – We did a sort to help us better understand these and discussed the nuances between them. We also “voted” on potential enduring understandings with essential questions for our courses, but we realize that we will have to adjust wording in order to make them fit in with what we’re doing.
ELA Meeting Minutes Tuesday, August 28, 201212:30-4:00PDC
12:30-1:15 Meet & Greet with Introductions and Clarification of Roles (45 minutes)
1:15-1:30 Review Ground Rules and Vision (15 minutes)
- Treat calendar (if still a ground rule)
1:30-2:45 Review Previous Year’s Work (60-75 minutes)CCSSELA Grade Level Review 8.27.12--Go to Google Documents (Drive)-template gallery for SM
We worked in grade-level teams and chose reading strands that we will focus on for Term/Quarter 1, sharing our plans for these goals when finished with the planning. In doing this, grade-level teams completed a template used for goal setting; we will use this to guide our instruction and share the results at our September meeting. The templates were shared or sent to Michelle and Beth and will be used as a basis for our follow-up in September and for Michelle and Nicole to determine how they can act as a resource for teachers.
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
2012-13 School Year Focus
We reviewed the calendar for this year’s meeting dates and the focus of these meetings. We also discussed our priorities (e.g., “weeding out”) and how we will use the BYOC tool, including the viewing of initial work that has been done at the high school level, to help us assess, align, and refine our curriculum (and instruction). Although BYOC use might initially seem daunting, those who have worked with it already noted that it is actually useful in creating a better framework for what we do and how we do it. Teachers interested in gaining access to BYOC should email Beth Biskobing; however, it is crucial that when curriculum writing is done, it is through collaboration. We all realize that the process of curriculum review—assessing, aligning, and refining what we do—is a collaborative effort done with the goal of student learning.
2:45-3:30 This Year’s Work/Focus (10-20 minutes)
3:30-4:00 BYOC Exploration & Questions
ELA Agenda for Half-Day Minutes
May 15, 2012
12:30-4:00 pm (PDC)
NOTE: Please remember to bring your laptop. Beth Biskobing, Bill Drummond, and Linda Wawrzyniak are assigned to treats. Treat Schedule
6-12 Learning Target: On May 15, we will analyze and evaluate reading anchor standards 7, 9, and 10.
12:30-12:40 Review of Ground Rules and Check-In (Beth): What are your plans for summer?
12:40-12:50 Review of Previous Work and Future Focus (Michelle) Concept Map
12:50-2:30 Strands 7, 9, & 10 Activities
Read and comprehend complex literary and informational texts independently and proficiently.
The Standards’ Model of Text Complexity
Quantitative
Band in the Standards
Quantitative Measure
Lexile Analyzer
Copy and paste into NotepadQualitative Measure Rubric 1
Qualitative Measure Rubric 2
Reader and Task
Text Complexity Common Core Recommendations and South Milwaukee
2:30-2:45 Break
2:45- 3:15 Assessment of CCSSELA Christine
3:15-3:30 Exit Questions and Results Common Core
Exit Questions
Exit Results
3:30-4:00 BYOC Information
BYOC
ELA Agenda for Half-Day MinutesMarch 20, 2012 12:30-4:00 pmProfessional Development Center (PDC)
NOTE: Please remember to bring your laptop. Melissa Janssen, Julie Pikulik, and Christine Rott are assigned to treats. Treat Schedule
6-12 Learning Target: On March 20, we will analyze and evaluate reading anchor standards 4, 5, and 6.
12:30-12:45 Review of Ground Rules and Check-In (Melissa J.):
What are your plans for spring break? (Poll Everywhere response) Ground Rules Norms
12:45-12:50 Review of Previous Work and Future Focus (Michelle) Concept Map
12:50-1:05 Optimal Literacy Program (Linda) – We started the year with a literate student activity, and we’re going to move toward the organization or program itself. In preparing for next year’s work with Common Core and What does an optimal literacy program look like?
1:05-1:15 Next Year’s Plan (Beth) – Review of next year’s plan for professional development and BYOC http://goo.gl/eRjBP
1:15-3:00 Strand Activity (Christine) – Please build in a 15-minute break.
3:00-3:30 Optimal Literacy Program Review – Based on first activity (LLT Group Reports)
ELA Agenda for Half-Day MinutesFebruary 21, 201212:30-4:00 pmProfessional Development Center (PDC)
NOTE: Please remember to bring an assessment, assignment, or other example (verbal or otherwise) of how you used Reading Strand 1 in your classroom. Jill Bobber & Jenny Yocum are assigned to treats. Treat Schedule
6-12 Learning Target: On February 21, we will analyze and evaluate reading anchor standards 2 and 3.
Review of Ground Rules Norms (Beth)
Check-in: Share a success or shout-out about a colleague or yourself (12:30-12:40—Beth)
Review of Reading Strand 1 and Previous Exit Question (12:40-1:00—Michelle)
Anchor Standard 2: Theme and Anchor Standard 3 (1:00-3:30 w/built in break—Linda & Melissa)
Videos: Something light (3:30-3:40—Michelle)
Exit Slip (3:40-4:00—Michelle)
Please indicate 2 understandings you took away from today’s activities and 2 concerns or questions you still have.English/Language Arts Minutes17 January 201212: 30 – 4:00 pmProfessional Development Center (PDC)*PLEASE BRING YOUR LAPTOPS!*
6-12 Learning Target: On January 17, we will analyze and evaluate our curriculum based reading anchor standard 1.
Treats brought to you by G. Costello, M. Kehoe, J. Rizzotto Treat Schedule
12:30-12:35 Review Ground Rules Norms (Beth)
12:35-12:50 Check-In with Fortune Cookies – Read and share your fortune and make an attempt to apply it to the New Year 2012! (Linda)
12:50-1:00 Review of November Meeting – 6-12 Bands, Exit Question, etc. (Michelle & Beth)
1:00-2:45 Examination of a Strand – Reading Standard #1 (LLT Members)
1:00-1:05 Overview of Anchor Std. 1 (as tied to p. 7 activity) – larger picture narrowing to a focused strand (Christine)
1:05-1:15 Word Sort Activity with K-12 Strand #1 – with elbow partner (Melissa & Linda)
1:15-1:25 Post-Activity Discussion with Guiding Questions (Beth, Melissa, Linda)
CCSSELA
(15-MINUTE BREAK)
1:40-2:30 Application & Analysis of 6-12 Strand – 2 groups with Chart/Discussion (LLT)
Reading Standard 1 - Group 1
Reading Standard 1 - Group 2
2:30-2:45 Post discussion (Beth)
(5-MINUTE BREAK)2:50-3:20 Review of Importance of Questioning AND Reading Standards Preview – Individual Cloze Passage Activity (Michelle)3:20-4:00 Exit Activity #5 / Evaluation (Beth)
English/Language Arts Meeting Minutes
8 November 2011
12: 30 – 4:00 pm
Professional Development Center (PDC)
*PLEASE BRING YOUR LAPTOPS!*
6-12 Learning Target: On November 8, we will assess current curriculum through the CCSS Curriculum Maps Grade Span Descriptions and identify what we are already doing so that we can then look at the CCSS strands as they relate to what we are doing
Treats brought to you by Jenny R., Tom S., and Pam U. Treat Schedule
12:30-12:50 Review of Ground Rules, Norms, Feedback and Work Completed on 10/18
12:50-1:00 Concept Map of ELA 6-12
1:00- 1:10 Common Core Curriculum Maps Grade Span Descriptions 6-8 / 9-12 Whole Group Activity
Grade Span Description Grades K-5
Grade Span Description Grades 6-8
Grade Span Description Grades 9-12
1:10-2:10 Common Core Curriculum Maps Grade Span Descriptions Highlighting ActivityYellow-do thisPink-do not do thisGreen-not sure
6-8 and 9-12 Groups
2:10-2:25 BREAK
2:25-3:25 Google Docs CCSS Grade Spans--Grade Level Descriptions--Knowledge, Skills, and Understandings6-8 Google Doc
9-12 Google Doc
3:25-3:40 Debriefing
3:40-4:00 Exit Slip #4 and Evaluation of the Day
English/Language Arts Meeting Minutes
18 October 2011
12:30 – 4:00 pm
Professional Development Center (PDC)
*PLEASE BRING YOUR LAPTOPS!*
Treats brought to you by Gail Essex, Collette Kimber, and Katie Swanson! Treat Schedule
12:30-1:00 Review of Ground Rules Norms & Meeting Feedback
Exit Question #1 Discussion--Group members noticed a common theme.
- results rather than means
- freedom and respect for teachers
- researching and technology integration
- looks different, but doing it
Exit Question #2--Group members noticed a common theme.1:00-2:15 Common Core’s Literate Student (p. 7 activity)
revised page 7.docx
- Details
- Download
- 133 KB
Digesting the Common Core Notes - Page 7.docx
- Details
- Download
- 13 KB
Groups of five digested the Common Core's Literate student (enduring understandings). They discussed key terms and application to the classroom.2:15-2:30 BREAK (Treat time!)
2:30-3:15 CC’s Literate Student: Discussion/Feedback
Whole group--each group shared out one of the seven enduring understandings from page 7.3:15-3:30 Comparison: CCSSELA, CCSSM, ISTE
The comparisons were introduced. Each teacher will receive a mini poster of CCSSELA page 7.3:30-3:45 Common Language Review/Refresher
The whole group enjoyed a vocabulary review of key terms from page 7.
3:45-4:00 Exit Card Activity Exit Question #3
Evaluation of today
http://tinyurl.com/3tzh4v9English/Language Arts Meeting Minutes26 September 201112:45 – 4:00 pm
12:45-12:50 Review of Ground Rules Norms--With welcome/background (29 August 2011) for new members
12:50-1:30 Literate Student Activity – Student, Teacher, Post-Secondary Ed., Business, Parent/Community What does a SM literate student look like?
Group 1- Student
Group 2- Teacher
Group 3- Post-Secondary Ed.
Group 4-Business
Group 5-Parent/Community
Glogster EDU Interactive Posters
1:30-1:40 Common Core Design – How does this tie to our activity?
1:40-2:15 Scavenger Hunt Activity
CCSSELA PDF
College Readiness Standards
2:15-2:30 BREAK (Treat time!)
2:30-3:15 Scavenger Hunt Review & Discussion
3:15-3:45 Getting Common with a Strand (#5) – Activity and Discussion (5-7, 8-10, 11-12)
What does this mean? What does this look like at your grade level? Is the grade level in which it’s done the same as in the Common Core? Tabled until October.
3:45-4:00 Exit Card Activity--Online Stickies
Exit Question #1
Exit Question #2